Field Experiences:Preparing Students to Support Each Young LearnerJune 2014

Introductions

Featuring Nancy Beaver (TX)Cheryl Bulat (IL)Camille Catlett (NC)Ana DeHoyos-O’Connor (TX)Nancy Gabriel (NY)Elizabeth Golen-Johnson (WA)Elisa Huss-Hage (OH)Sharon Little (NC)Carrie Nepstad (IL)Melanie Nollsch (IA)Susan Simon (IA)Terri Sinclair (TX)Mary Skinner (WA)

Sponsored by ACCESS

http://fpg.unc.edu/presentations/field-experiences-preparing-students-support-each-young-learner

Handouts are online

Getting Grounded◦ Definitions◦ NAEYC guidance◦ Recent evidence

Points of Pride/Places for ProgressTable Top Discussions (x3)Panel DiscussionBack Home PlanningEvaluation

Today’s Opportunities

Field Experiences

Internship

LabPracticum

Student TeachingClinical Experiences

Observation

NAEYCGuidance

What is NAEYC Standard 7?

The program’s field experiences support candidates’ learning in relation to the NAEYC standards.

Rationale: Candidates will understand and apply the

competencies reflected in the NAEYC standards when they are able to observe, implement, and receive constructive feedback in real-life settings.

Criterion 5: Quality of Field Experiences

- Field experiences are consistent with outcomes emphasized in NAEYC’s standards, are well planned and sequenced, and allow candidates to integrate theory, research, and practice.

- When the settings used for field experiences do not reflect standards of quality, candidates are provided with other models and/or experiences to ensure that they are learning to work with young children and families in ways consistent with the NAEYC standards.

Excerpt from NAEYC Early Childhood Associate Degree Accreditation Handbook (Page 33)

Indicators of strength:

Indicators of strength: (continued)Faculty and other supervisors help candidates to make meaning of their experiences in early childhood settings and to evaluate those experiences against standards of quality.

- Adults who mentor and supervise candidates provide positive models of early childhood practice consistent with NAEYC’s standards.

- Field experiences expose candidates to a variety of cultural, linguistic, and ethnic settings for early childhood care and education.

- Field experiences provide opportunities for candidates to observe and practice in at least two of the three early childhood groups (birth-age 3, 3-5, 5-8) and in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs).

Excerpt from NAEYC Early Childhood Associate Degree Accreditation Handbook (Page 79)

Field Experiences and clinical practice:Includes field observations, field work, practica, candidate teaching and other “clinical” practice experiences such as home visiting. A planned sequence of these experiences supports candidate development of understanding, competence and dispositions in a specialized area of practice.

Excerpt from Self-Study Report template for first-time accreditation (Page 20)Sources of evidence: 1) Report: - a one- to two-page description of program’s approach to using field experiences. - program chart of field experiences (see example below) - a one-page description of plans to address challenges and build on current strengths in this area. 2) Site Visit: Interviews with faculty, candidates, cooperating teachers, and other supervisors

Excerpt from Self-Study Report template for first-time accreditation (Page 21)

Please provide a one- to two-page description of program’s approach to using field experiences:

Please provide a program chart of field experiences (see example below):

Sample program chart of field experiences

Please provide a one-page description of plans to address challenges and build on current strengths in this

area:

Location/Setting # Hours Age Group Assignments

Field Experience #1

Field Experience #2

Core Course Location/Setting # Hours Age Group Assignments  ECE 100Intro to ECE 

Child Care CentersPreschoolsHead StartCommunity agenciesProfessional organizations

10 hours Birth-age 33-5 years5-8 years

Center Observation visit (O)Service learning activity (P)Professional Development Assignment (O)

EDU 100Intro to Education

Public PreschoolsPublic/Private/ Charter Schools Inclusive settings

12 hours 3-5 years5-8 years

Classroom Visits (O)(2 different age groups in two different settings)

 EDU 101Child Development

Child Care Centers and HomesPreschoolsHead Start-Public/PrivateCharter Schools

5 hour minimum Birth-age 33-5 years5-8 years

Infant/Toddler Observation (O)Conservation Observation (O)School Age Topics Exploration (O)

 ECE 104Emergent Literacy 

Literacy Training Programs-Public/PrivateCharter Schools-Community Agencies

10 hour minimum 5-8 years Literacy Tutoring Documentation (P)Literacy Environment Assessment (O)

 ECE 106Assessment andObservation in Education 

Child Care Centersand HomesPreschoolsHead StartPublic/Private/ Charter Schools

20 hours 3-5 years 

Case Study (P)Mock Parent Interview (P)

 ECE 109Play, Learning and Environments 

Child Care Centersand HomesPreschoolsHead StartPublic/Private/ Charter Schools

5 hour minimum Birth-age 33-5 years 

ITERS (O)Infant/Toddler Activity Plan (P)

Chart of field experiencesOwens Community College: Early Childhood Education Technology

degree(0) = observation (P) = practice

High quality field experience sites are hard to find

High quality inclusive field experience sites are even harder to find

from Camille’s conversations with faculty across the country

Anecdotal Evidence

A lack of distinction among labels for clinical experiences, such as [observ-ations], practica, field experiences, or student teaching can obfuscate variations in learning outcomes for students.

from By Default or By Design (page 3)

Finding

Institutions lack clear, rigorous criteria for the selection of cooperating teachers – either on paper or in practice.

from Student Teaching in the US (page 3 of handout)

Finding

Institutions do not take advantage of important opportunities to provide guidance and feedback to student teachers.

from Student Teaching in the US (page 3 of handout)

Finding

93% of programs preparing early childhood teachers do not require a student teaching experience in a setting they describe as ‘diverse’, ‘multicultural’ or in some other way that suggests the program expects the student teacher will gain experience with children of color, second language learners, children from many cultures and ethnicities, and immigrant, poor and special needs children.

from Ray, Bowman, & Robbins (page 3 of handout)

Offering students the opportunity to experience diverse field placements within a supportive context has been shown to expand their thinking about teaching and learning and to push them to develop their own sense of themselves as early childhood teachers.

from Recchia, Beck, Esposito, & Tarrant (page 4 of handout)

Finding

Set a vision for strong and positive outcomes

Institute high standards for student participation and placement

Provide guidance and evaluation to students

Gather feedback on student placements

from Student Teaching in the US (page 3 of handout)

Key Ingredients for a Strong Student Experience

Require prospective teachers to be assessed using valid and reliable tools, provide those teachers with access to assessment results and videos of their practice, and provide research-based strategies for improvement using those assessments (p. 18)

from Watching Teachers Work: Using Observation Tools to Promote Effective Teaching in the Early Years and Early Grades (page 4 of handout)

Recommendation

In planning field experiences do you take into account . . .

Type of program (e.g., child care, PreK, Head Start)?

Children served (e.g., cultural, linguistic, and ability diversity)?

What you want students to learn (e.g., knowledge, skill, dispositions)?

How the field experience will mesh with the course experience?

At your tables . . .Discuss,and jot down on post-it notes,examples of effective field experience practices (include your name and email address)

Points of Pride

At your tables . . .Then discuss, and jot down on post-it notes,areas in which your program is challenged or would like to improve. (Don’t include your name on these examples).

Places for Progress

Points of Pride will be transcribed and posted to http://fpg.unc.edu/presentations/field-experiences-preparing-students-support-each-young-learner

Next Steps

TableTopTalks

TABLE # PRESENTER(S) TOPIC

1

Nancy GabrielNancy Beaver

Field experiences in online programs

2

Elizabeth Golen-Johnson Mary Skinner

Field experiences related to children of diverse disabilities and early childhood inclusion

3

Carrie Nepstad

Developing quality experiences in an urban setting

4

Melanie NollschSusan Simon

Working with cooperating teachers

5

Sharon Little

Partnerships for developing diverse experiences in a rural setting

6

Cheryl Bulat Nature-based field experiences

7

Elisa Huss-HageCamille Catlett

Requiring a variety of experiences for students who work full time

8

Ana DeHoyos-O’ConnorTerri Sinclair Developing dispositions

9 ????????????? Independent study

• thing you will use with students?

• thing you will share with someone else?

• change you will make in what you’re doing?

• idea you’d like to pursue or learn more about?

Back Home Plans: What’s one. . .

Panel Discussion

Nancy GabrielNew York

Elisa Huss-HageOhio

Sharon LittleNorth

Carolina

Carrie Nepstad

Illinois

Please complete the evaluation and leave it on your table

Evaluation